问题 单项选择题

线路的预防性维护是()。

A.对线路的停电检修

B.处理故障与事故

C.针对线路有可能发生的故障和事故进行不停电维护

D.针对线路有可能发生的故障和事故采取的防范措施

答案

参考答案:D

问答题 简答题
阅读理解

Although many Chinese students say that their knowledge of English grammar is

good, most would admit that their spoken English is poor. Whenever I speak to a Chinese student, they

always say “My spoken English is poor.” 小题1: I would like to suggest that there may be some reasons for their problems with spoken English.

First, they fail to find suitable words to express themselves due to a limited vocabulary.  小题2: 

However, you can speak with a limited vocabulary, if you choose a positive attitude. Others will follow

You as long as you use the words that you know. _小题3: . Sometimes they make mistakes

when they are speaking because they are shy and nervous. Yet students should remember

that their goal should be FLUENCY NOT ACCURACY. Your aim in writing is to be accurate

following the rules for grammar and using the right words and spelling them correctly.

However, in speaking your aim is fluency. You want to get your message across, to talk

to someone in English, as quickly and as well as you can, even though sometimes you may

use a wrong word or tense , but it doesn’t matter. 小题4: .  

The third reason is that not enough attention is paid to listening . You have one mouth but two

ears!All that hearing is necessary for you to start speaking .

Actively seeking out opportunities to improve their spoken English they passively wait for speaking opportunities to come to them and wonder why their English always remains poor. 小题5: .

A.The person you are speaking to will understand you and make allowances for any mistakes he hears.

B.They may try to avoid making similar mistakes next time.

C.Obviously the better answer is to expand their vocabulary .

D.If you have this proactive outlook, then you will see English opportunities wherever you go.E. However, their spoken English does not have to remain “poor”!

F. Second , they are afraid of making mistakes.

G. The second reason lies in the reluctance of using what has just been learned.